Classroom-based Assessment of Young Learners of English as a Foreign Language
Teachers’ Conceptions and Practices in the Chinese Context
Series: English Language Education; 38;
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Product details:
- Publisher Springer Nature Singapore
- Date of Publication 29 August 2025
- Number of Volumes 1 pieces, Book
- ISBN 9789819690169
- Binding Hardback
- No. of pages225 pages
- Size 235x155 mm
- Language English
- Illustrations XX, 225 p. 3 illus. Illustrations, black & white 691
Categories
Long description:
This book investigates conceptions and practices of teachers of young learners of English as a foreign language (EFL) regarding classroom-based assessment (CBA) in the Chinese context. Specifically, it sets out to examine teachers’ conceptions about the purposes and processes of classroom-based assessment, the effects of teacher attributes (teaching experience, and previous education in assessment) and work environments (school type and grade level) on their conceptions, CBA practices, and the relationship between these conceptions and practices regarding CBA.
Utilising a mixed-methods research approach, this book serves as an insightful research resource, contributing significantly to the field of L2 education and assessment, both within the context of Chinese young EFL learner classrooms and on a global scale. It depicts a comprehensive picture of CBA for young EFL learners from the perspective of teachers, providing a valuable resource for policymakers, teacher educators, and alike.
Table of Contents:
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Introduction.- Understanding Classroom based Assessment.- Language Teachers Conceptions of Classroom-based Assessment.- Methodology.- Teachers Conceptipons and Practices of CBA Insights from the Survey Study.- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study.- Discussion.- Summary, Implications, Limitations and Recommendations.- Appendixes.
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